Proceedings of the 2016 International Conference on Education, Management and Computer Science

An Empirical Study on the Effect of Implementing Formative Assessment in the Preparatory Education of Undergraduate Foreign Students Founded by the Chinese Government Scholarship

Authors
Hongjian Xu
Corresponding Author
Hongjian Xu
Available Online May 2016.
DOI
https://doi.org/10.2991/icemc-16.2016.217How to use a DOI?
Keywords
Formative assessment; Preparatory education; TCSL; Effect of teaching
Abstract
In order to improve the quality of the Preparatory Education of Undergraduate Foreign Students Founded by the Chinese Government Scholarship, the author wants to compare the effect of formative assessment and the traditional summative assessment. This study experimentally investigated the zero-based preparatory foreign students in our college, the results of the study showed that the examination results of the experimental group evaluated with formative assessment are significantly better than those of the control group evaluated with traditional summative assessment. It shows that formative assessment is a better way to evaluate the preparatory education in China.
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Volume Title
Proceedings of the 2016 International Conference on Education, Management and Computer Science
Series
Advances in Intelligent Systems Research
Publication Date
May 2016
ISBN
978-94-6252-202-2
ISSN
1951-6851
DOI
https://doi.org/10.2991/icemc-16.2016.217How to use a DOI?
Open Access
This is an open access article distributed under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Hongjian Xu
PY  - 2016/05
DA  - 2016/05
TI  - An Empirical Study on the Effect of Implementing Formative Assessment in the Preparatory Education of Undergraduate Foreign Students Founded by the Chinese Government Scholarship
BT  - Proceedings of the 2016 International Conference on Education, Management and Computer Science
PB  - Atlantis Press
SP  - 1119
EP  - 1125
SN  - 1951-6851
UR  - https://doi.org/10.2991/icemc-16.2016.217
DO  - https://doi.org/10.2991/icemc-16.2016.217
ID  - Xu2016/05
ER  -